ipci! indicator of parent-child interaction a practitioner-friendly tool for monitoring progress in...
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IPCI! Indicator of Parent-Child Interaction
A Practitioner-Friendly Tool for Monitoring Progress in Parent-Child Interaction
www.challengingbehavior.org
Judith Carta & Kathleen BaggettJuniper Gardens Children’s Project
www.igdi.ku.edu
Goals today
Tell you what IPCIs are.
Describe how they are used.
Discuss practice void that IPCIs fill.
Describe preliminary efforts at scaling up their use.
How can we identify the youngest children with challenging behaviors?
Ask parents and caregivers
Observe in naturalistic situations
Set up natural opportunities for interaction and observe
We need to know about caregivers’ behavior too.
Caregivers’ behavior often sets the occasion for children’s behavior
Caregivers provide a critical context for their children’s development. High-risk interactions Supportive/facilitative behavior
Enhancing caregivers’ responsiveness is often an important target for intervention
Easy-to-use: to screen and identify at-risk interactions with very young children
Quick and repeatable: to allow for progress monitoring in the context of interventions
Easily trained: So interventionists from varying disciplines can use them efficiently and communicate with each other
Traditional psychometric properties
What Features Are Needed in an Indicator of Earliest Interactions?
What is the IPCI?
An experimental measure of parent-child interaction
Being field-tested and refined to screen & monitor
parent-child interaction
For use by early interventionists such as:
>Part-C EI Teachers
>Early Head Start Advocates
>Social Workers
>Home Visiting Nurses
How is IPCI administered?
In family homes or other caregiving settings (centers, foster homes)
4 semi-structured authentic activities are observed for a total of 10 minutes
14 items are rated on a 4-point scale for relative frequency (following observation)
Videotaping is not required (except for intervention purposes)
What Activities are Observed?
Free Play (4 minutes)
Book Reading (2 minutes)
Distraction Task (2 minutes)
Dressing (2 minutes)
Looking at Books: However you and child
would like to use these books’ ‘
Looking at Books.wmvVideo Clip
IPCI Parent & Child Domains
Parental Caregiver Domains Facilitators Interrupters
Child Domains Engagement Distress
IPCI Child Domains
Child Engagement
Positive Feedback
Sustained Engagement
Follow-Through
Child Distress
Overwhelmed by negative affect (fussing, whining, crying, difficult-to-read signals)
Externalizing behavior (tantrum)
Frozen, Watchful, Withdrawn
Initial Scaling Up Efforts
Website
Funding from Early Head Start in KS and Mo to scale up use statewide
Funding from ACF to explore use of IPCI by programs and practitioners
Funding from OSEP to compare web-based versus in-person training
Use of Indicators Can Lead to Improvements in Intervention
Can help practitioners know more quickly when a change is necessaryCan help administrative staff understand when programs need improvements
Types of IPCI Reports
Interventionists and Supervisors Assessor certification and use Child and Family Background Domain Reports Essential Element Reports
Program Administrator
Agency Administrator
Uses for Interventionist Reports
Progress monitoring
Guiding intervention with families
Sharing data with parents
Reflective supervision
Mental health consultation
Child Engagement
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Age (Months)
% o
f Chil
d En
gage
men
t
Graph to show parentsPlacement is similar to WTC graph
Mean Child Engagement Concern
Caregiver Facilitators
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Age (Months)
% o
f Car
egiv
er F
acili
tato
rs
Engagement & Facilitators to be shown to parentsPlacement on site is similar to WTC graph
Mean Caregiver Facilitators Caution Concern
Uses for Program and Agency Administrator Reports
Reporting program staff involvement in progress monitoring
Reporting frequency of program monitoring and number of families involved
Reporting the difference in the number of children and parents whose interactions are at above benchmark following particular program-wide interventions
Reporting the difference in number of children and parents whose interactions are at or above benchmark at the end of a program as compared to at entry